Curriculum mapping as deliberation: Examining the alignment of subject learning outcomes and course curricula

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Abstract

This article aims to evaluate the alignment between subject learning outcomes (SLOs) that represent the role of the Department of Curriculum and Instruction (C&I) and the course curricula documents. Content analysis was conducted to map SLOs in the curricula documents of a set of compulsory courses offered by the department of C&I. A hermeneutic perspective was adopted by four academic staff members who were involved in the mapping process, which considers curriculum scrutiny as an opportunity of reflective dialog. Findings suggest that though SLOs were adequately addressed in courses offered in various programs, the coverage and depth of studying SLOs may differ in different programs, such as Bachelor of Education and Post Graduate Diploma in Education. In this study, curriculum mapping was facilitated by deliberative dialog among participants, which made the mapping exercise a validating professional development activity. Implications are discussed. Recommendations regarding curriculum evaluation and teacher training are similarly suggested. Copyright © 2014 Society for Research into Higher Education.
Original languageEnglish
Pages (from-to)1371-1388
JournalStudies in Higher Education
Volume41
Issue number8
Early online dateOct 2014
DOIs
Publication statusPublished - 2016

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deliberation
curriculum
learning
dialogue
curriculum evaluation
bachelor
hermeneutics
teacher training
content analysis
education
coverage
graduate
instruction
staff

Citation

Lam, B. H., & Tsui, K. T. (2016). Curriculum mapping as deliberation: Examining the alignment of subject learning outcomes and course curricula. Studies in Higher Education, 41(8), 1371-1388.

Keywords

  • Curriculum evaluation
  • Deliberation
  • Student learning outcomes
  • Hermeneutic conception
  • Outcome-based education
  • Teaching Development Grant (TDG)
  • TDG project code T0064
  • Period: TDG 2009-2010